Common Core State Standards Overview CCSS Collaboration Meeting August 9, 2011

1. Common Core State Standards OverviewCCSS Collaboration MeetingAugust 9, 2011 Jessica Vavrus Assistant Superintendent, Teaching and Learning Office of Superintendent of Public Instruction Randy I. Dorn, State Superintendent

2. Welcome!Our work together today… • Learn about the CCSS for English language arts and mathematics, • Engage with other state content association leaders to discuss our collective roles with the transition to the CCSS, and • Align our efforts toward supporting statewide implementation. First, let’s get to know each other…

3. Washington’s Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.

4. The Opportunity of the Common Core State Standards… Video: “A New Foundation for Success”

5. What are the Common Core State Standards? Define knowledge and skills students should have within K-12 education careers so that they will graduate high school able to succeed in careers and college. The English language arts and mathematics standards: • Align with college and work expectations; • Are clear, understandable, consistent; • Include rigorous content and application of knowledge; • Build on strengths and lessons of current state standards; and • Prepare all students for success in global economy and society. They do not: • Dictate how teachers teach • Dictate what instructional / curricular materials should be used

6. Structural Comparison: WA Standards vs. CCSSEnglish Language Arts (for full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx) • The move toward “career and college readiness”… • CCSS add grades 11 and 12 • Greater focus on increasing text complexity, argumentative writing, research skills from early grades • WA strength at K-3 / student goal setting

7. Structural Comparison: WA Standards vs. CCSSMathematics (for full comparison informational handout go to: http://k12.wa.us/Corestandards/default.aspx) • The move toward “career and college readiness”… • Standards for Mathematical Practice (“Habits of Mind”) denoted at each grade level • CCSS include more advanced standards denoted by (+) symbols starting in Grade 6 • High school course pathways

8. State of the States Collective State Action on Education Reform Priorities

9. Why Common Core State Standards for Washington? • C: Clarity. The standards are focused on what’s most important. They are coherent and clear. • C: Collaboration. States can pool resources and expertise to implement the standards. • S: Student success. The standards are benchmarked to high national and international standards. Students will develop the knowledge and skills they need to be successful. • S: Same. Expectations are the same for students across most states, so they don’t lose ground when they move from one state to another.

10. Our Learning Goals are a strong foundation… • Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences; • Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness; • Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and • Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities. (Updated in 2011: SSB 5392)

11. Our vision for the CCSS is two-fold… By 2014-15, • Every student has access to the standards through high quality instruction grounded in the instructional practices embedded within the CCSS every day. • All English language arts and mathematics teachers are prepared and receive the support they need to bring the standards to life in their classrooms every day.

12. We believe this can only occur through… • Collaboration • Coordination • Commitment “From the school house to the state house…”

13. Washington’s CCSS Involvement – Summer 2009 to Present For more details and resources visit Washington’s CCSS Web site: http://k12.wa.us/Corestandards/default.aspx

14. Washington’s Common Core Implementation Timeline

15. Next Steps… • Implementation efforts begin in Summer/Fall 2011 • Engage CCSS workgroups, key stakeholders and state content associations (August) • Tribal Sovereignty Curriculum Alignment Workgroup (August) • Establish CCSS implementation support “platform” and materials • Establish process for building statewide capacity around the content for widespread support in 2012-13 • Determine roles and resources related to transition • Assessment system alignment • Students will continue to be assessed on Washington’s 2005 reading and writing standards, and on the 2008 mathematics standards through the 2013-14 year. Full assessment of Washington’s common core state standards for English language arts and mathematics will occur in the 2014-15. • WA engagement in state standards and assessment collaboratives • Mobilize resources and statewide education partners

16. Implementing College and Career Ready Standards • States Collectively Acting on: • professional development • communication • curriculum • transition plans • assessment

18. 44 states participating in assessment consortia Assessment Consortia Timelines PARCC SBAC Source: Center for K–12 Assessment & Performance Management at ETS

19. SMARTER Balanced Assessment Consortium: The purpose… To develop a set of comprehensive and innovative assessments for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards So that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching. The assessments shall be operational across Consortium states in the 2014-15 school year. To learn more...the SMARTER Balanced Assessment Consortium can be found online at http://www.k12.wa.us/SMARTER/

20. SBAC Assessment System Components Summative assessments benchmarked to college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative processes and tools to improve instruction All students leave high school college and career ready Interim assessments that are flexible, open, and provide actionable feedback

21. System Highlights

22. Digging Deeper into the Standards…. Mathematics and English Language Arts

23. Common Core State Standards for Mathematics (CCSS-M)

24. Major Shifts within Mathematics CCSS • Focus • Focus • Focus • Coherence • Application

25. Coherence Focus • Fewer big ideas --- learn more • Learning of concepts is emphasized • That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards. Coherence • Articulated progressions of topics and performances that are developmental and connected to other progressions • Conceptual understanding and procedural skills stressed equally Application • Being able to apply concepts and skills to new situations

26. Progression of Standards

27. Critical Areas in Mathematics

28. Key Fluencies

29. Structure of the Common Core State Standards in Mathematics

30. 8 CCSSM Mathematical Practices Standards of Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

31. Common Core Format Domains are large groups of related standards. Standards from different domains may sometimes be closely related. Look for the name with the code number on it for a Domain.

32. Common Core Format Clusters are groups of related standards.Standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Clusters appear inside domains.

33. CommonCore Format Standards define what students should be able to understand and be able to do – part of a cluster.

34. Grade Level Overview

35. Grade Level Overview

36. Format of K-8 Standards Grade Level Domain

37. Format of HS Standards Domain Cluster Standard

38. High School Pathways • The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses • The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates

39. High School Pathways • Four years of mathematics: • One course in each of the first three years • Followed by options of courses for year four • Course descriptions • Define what is covered in a course • Are not prescriptions for the curriculum or pedagogy

40. High School Pathways • Pathway A: Consists of two algebra courses and a geometry course, with some data, probability and statistics infused throughout each (traditional) • Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability, and statistics.

41. Common Core State Standardsfor English Language Arts

42. ELA/Literacy: 6 Major Shifts • Balance of literature and informational texts (K-5) • 50% informational text by grade 4 • Access the world – science, social studies, the arts, and literature – through text • Literacy as part of science and social studies/history; informational texts as part of ELA (6-12) • More emphasis on informational text in ELA (55% by grade 8; 70% by grade 12) • Emphasis on literary experiences in domain-specific text and instruction in science and history/social studies

43. ELA/Literacy: 6 Major Shifts • Appropriately complex text • Staircase of complexity • Each grade level, step of growth • More time for close and careful reading • Appropriate and necessary scaffolding and supports for students reading below grade level 4. Questions text-dependent • Rich discussions dependent on common text • Focus on connection to text • Develop habits for making evidentiary arguments in discussion and writing

44. ELA/Literacy: 6 Major Shifts • Writing to inform or argue using evidence • Narrative still an important role • Emphasis on writing to inform and to make an argument • Particular focus on written arguments that respond to ideas, events, facts, and arguments presented in texts • Academic vocabulary • Vocabulary to access grade-level, complex texts • Focus on pivotal, commonly found words, such as consequently, generation

45. ELA Major Shifts Strongest Messages • Shift to higher-level thinking skills • Increasing focus on Informational passages • Not coverage, but depth and focus: RIGOR • Writing about texts, citing sources

46. English Language Arts: Standards and Structure

47. Structural Comparison: WA Standards vs. CCSSEnglish Language Arts

48. Overview of ELA Standards There are four strands: Reading, writing Speaking and listening Language Literacy standards are included within history/social studies, science, and technical subjects In grades k-5, literacy standards are embedded within subject areas In grades 6-12, the standards are divided into two sections, one for ELA and the other for history/social studies, science and technical subjects Media and technology are integrated throughout the standards

49. Design and Organization Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Three main sections: K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects (Shared responsibility for students’ literacy development)

50. Three Appendices Include Valuable Information • Appendix A: Research and evidence, glossary of key terms, overview of each strand, text complexity, conventions grade-level chart • Appendix B: Reading text exemplars; sample performance tasks • Appendix C: Annotated student writing samples, K-12